Page 1
Common Core ELA 9 2014 - ELA3009 IC Common Core State Standards 2010
Standard ID Standard Text Edgenuity Lesson Name
CCSS.ELA-Literacy.RL.9-10 Reading Standards for Literature
Key Ideas and Details
CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.An Introduction to Shakespeare and
Romeo and Juliet, Part 1Character and Point of View in “The
Most Dangerous Game,” Part 1Characterization, Theme, and Irony in
"The Gift of the Magi"Characters and Conflict in Romeo and
Juliet, Part 3Descriptive Language and Character:
IqbalIntroduction to Individuality and
Conformity: "Initiation"Literary Devices in Romeo and Juliet,
Part 5Making Predictions and Visualizing with
“The Most Dangerous Game,” Part 2
Narration and Point of View in Lizzie
Bright and the Buckminster Boy, Part 2
Narrative Elements in “Pyramus and
Thisbe”, from Ovid’s Metamorphoses
Setting the Scene of Romeo and Juliet,
Part 2The Odyssey: Central Ideas and
Character Motivation, Part 2CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of
the text, including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.
Characterization, Theme, and Irony in
"The Gift of the Magi"Comparing Poetry: Poetic Devices
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Common Core ELA 9 2014 - ELA3009 IC Common Core State Standards 2010
Standard ID Standard Text Edgenuity Lesson Name
CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of
the text, including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text. Cont.
Content and Style in Emily Dickinson's
PoemsRhyme Scheme and Rhythm in a Sonnet
by William ShakespeareThe Odyssey: Conflict and Theme, Part 4
The Odyssey: Theme Development, Part
6Themes and Resolution in Romeo and
Juliet, Part 8CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the
course of a text, interact with other characters, and advance the plot or develop the theme.
Character and Point of View in “The
Most Dangerous Game,” Part 1Characterization, Theme, and Irony in
"The Gift of the Magi"Characters and Conflict in Romeo and
Juliet, Part 3Characters, Conflict, and Idioms in
"Daughter of Invention" by Julia Alvarez
Conflict Development in Romeo and
Juliet, Part 6Creating a Storyboard for a Shakespeare
SceneDescriptive Language and Character:
IqbalHistorical Context and Conflict in Lizzie
Bright and the Buckminster Boy, Part 1
Introduction to Individuality and
Conformity: "Initiation"Literary Devices in Romeo and Juliet,
Part 5Mood and Narrative Techniques in
"Lather and Nothing Else”Narration and Point of View in Lizzie
Bright and the Buckminster Boy, Part 2
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Common Core ELA 9 2014 - ELA3009 IC Common Core State Standards 2010
Standard ID Standard Text Edgenuity Lesson Name
CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the
course of a text, interact with other characters, and advance the plot or develop the theme. Cont.
Setting the Scene of Romeo and Juliet,
Part 2Suspense in Romeo and Juliet, Part 7
The Odyssey: Central Ideas and
Character Motivation, Part 2The Odyssey: Theme Development, Part
6The Odyssey: Writing a Character
Analysis, Part 3Themes and Resolution in Romeo and
Juliet, Part 8Craft and Structure
CCSS.ELA-Literacy.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone
(e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Characters, Conflict, and Idioms in
"Daughter of Invention" by Julia Alvarez
Comparing Poetry: Poetic Devices
Content and Style in Emily Dickinson's
PoemsCreating a Storyboard for a Shakespeare
SceneImagery and Symbolism in "The Scarlet
Ibis"Introduction to Mystery and Suspense:
"The Raven"Literary Devices in Romeo and Juliet,
Part 5Mood and Narrative Techniques in
"Lather and Nothing Else”Soliloquy and Figures of Speech in
Romeo and Juliet, Part 4The Odyssey: Conflict and Theme, Part 4
The Odyssey: Symbolism and Making
Predictions, Part 5Word Choice and Extended Metaphor in
a Poem by Maya Angelou
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Common Core ELA 9 2014 - ELA3009 IC Common Core State Standards 2010
Standard ID Standard Text Edgenuity Lesson Name
CCSS.ELA-Literacy.RL.9-10.5 Analyze how an author's choices concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or
surprise.
An Introduction to Shakespeare and
Romeo and Juliet, Part 1Characters and Conflict in Romeo and
Juliet, Part 3Comparing Poetry: Poetic Devices
Content and Style in Emily Dickinson's
PoemsImagery and Symbolism in "The Scarlet
Ibis"Introduction to Individuality and
Conformity: "Initiation"Introduction to Mystery and Suspense:
"The Raven"Mood and Narrative Techniques in
"Lather and Nothing Else”Narrative Elements in “Pyramus and
Thisbe”, from Ovid’s Metamorphoses
Rhyme Scheme and Rhythm in a Sonnet
by William ShakespeareSuspense in Romeo and Juliet, Part 7
The Odyssey and Epic Poetry: An
Introduction, Part 1CCSS.ELA-Literacy.RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside
the United States, drawing on a wide reading of world literature.Compare and Contrast: Myths and
CulturesCompare and Contrast: Myths and
Cultures (Continued)Descriptive Language and Character:
IqbalIntroduction to Mythology
The Odyssey and Epic Poetry: An
Introduction, Part 1The Odyssey: Central Ideas and
Character Motivation, Part 2
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Common Core ELA 9 2014 - ELA3009 IC Common Core State Standards 2010
Standard ID Standard Text Edgenuity Lesson Name
CCSS.ELA-Literacy.RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside
the United States, drawing on a wide reading of world literature. Cont.The Odyssey: Conflict and Theme, Part 4
The Odyssey: Symbolism and Making
Predictions, Part 5The Odyssey: Theme Development, Part
6Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what
is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's
Landscape with the Fall of Icarus).
Creating a Storyboard for a Shakespeare
SceneDescriptive Language and Character:
IqbalMaking Predictions and Visualizing with
“The Most Dangerous Game,” Part 2
Narrative Elements in “Pyramus and
Thisbe”, from Ovid’s Metamorphoses
Soliloquy and Figures of Speech in
Romeo and Juliet, Part 4Structure and Narrative: Rosa Parks'
Memoir, My StoryCCSS.ELA-Literacy.RL.9-10.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how
Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by
Shakespeare).
Descriptive Language and Character:
IqbalNarrative Elements in “Pyramus and
Thisbe”, from Ovid’s Metamorphoses
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the
grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
An Introduction to Shakespeare and
Romeo and Juliet, Part 1Character and Point of View in “The
Most Dangerous Game,” Part 1Characterization, Theme, and Irony in
"The Gift of the Magi"
©Edgenuity Inc. Confidential Page 5 of 26
Page 6
Common Core ELA 9 2014 - ELA3009 IC Common Core State Standards 2010
Standard ID Standard Text Edgenuity Lesson Name
CCSS.ELA-Literacy.RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the
grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Cont.
Characters and Conflict in Romeo and
Juliet, Part 3Characters, Conflict, and Idioms in
"Daughter of Invention" by Julia Alvarez
Compare and Contrast: Myths and
CulturesCompare and Contrast: Myths and
Cultures (Continued)Comparing Poetry: Poetic Devices
Conflict Development in Romeo and
Juliet, Part 6Content and Style in Emily Dickinson's
PoemsDescriptive Language and Character:
IqbalHistorical Context and Conflict in Lizzie
Bright and the Buckminster Boy, Part 1
Imagery and Symbolism in "The Scarlet
Ibis"Introduction to Individuality and
Conformity: "Initiation"Introduction to Mystery and Suspense:
"The Raven"Introduction to Mythology
Literary Devices in Romeo and Juliet,
Part 5Making Predictions and Visualizing with
“The Most Dangerous Game,” Part 2
Mood and Narrative Techniques in
"Lather and Nothing Else”Narration and Point of View in Lizzie
Bright and the Buckminster Boy, Part 2
Narrative Elements in “Pyramus and
Thisbe”, from Ovid’s Metamorphoses
Rhyme Scheme and Rhythm in a Sonnet
by William Shakespeare
©Edgenuity Inc. Confidential Page 6 of 26
Page 7
Common Core ELA 9 2014 - ELA3009 IC Common Core State Standards 2010
Standard ID Standard Text Edgenuity Lesson Name
CCSS.ELA-Literacy.RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the
grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Cont.
Setting the Scene of Romeo and Juliet,
Part 2Soliloquy and Figures of Speech in
Romeo and Juliet, Part 4Suspense in Romeo and Juliet, Part 7
The Odyssey and Epic Poetry: An
Introduction, Part 1The Odyssey: Central Ideas and
Character Motivation, Part 2The Odyssey: Conflict and Theme, Part 4
The Odyssey: Symbolism and Making
Predictions, Part 5The Odyssey: Theme Development, Part
6Themes and Resolution in Romeo and
Juliet, Part 8Viewpoint in I Know Why the Caged Bird
SingsWord Choice and Extended Metaphor in
a Poem by Maya Angelou
CCSS.ELA-Literacy.RI.9-10 Reading Standards for Informational Text
Key Ideas and Details
CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.Supporting Conclusions with Evidence in
The Dark Game, Part 2Viewpoint in I Know Why the Caged Bird
SingsCCSS.ELA-Literacy.RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including
how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Comparing Argumentative Text: Silent
Spring and “Save the Redwoods”
Rhetoric and Structure in Roosevelt’s
Four Freedoms Speech
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Common Core ELA 9 2014 - ELA3009 IC Common Core State Standards 2010
Standard ID Standard Text Edgenuity Lesson Name
CCSS.ELA-Literacy.RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including
how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Cont.
Summarizing Central Ideas and Purpose:
The Hot ZoneSummarizing Central Ideas in The Dark
Game, Part 1Tracing the Central Idea in "A Quilt of a
Country"CCSS.ELA-Literacy.RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the
points are made, how they are introduced and developed, and the connections that are drawn
between them.Comparing Argumentative Text: Silent
Spring and “Save the Redwoods”
Introduction to Making a Difference: It's
Our World, Too!Rhetoric and Structure in Roosevelt’s
Four Freedoms SpeechStructure and Narrative: Rosa Parks'
Memoir, My StoryCraft and Structure
CCSS.ELA-Literacy.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Argument Technique in Martin Luther
King, Jr.'s "I Have a Dream" Speech
Argument Technique in Martin Luther
King, Jr.'s "I Have a Dream" Speech
(Continued)Author’s Purpose and Viewpoint in The
Dark Game, Part 3Comparing Argumentative Text: Silent
Spring and “Save the Redwoods”
CCSS.ELA-Literacy.RI.9-10.5 Analyze in detail how an author's ideas or claims are developed and refined by particular sentences,
paragraphs, or larger portions of a text (e.g., a section or chapter).Argument Technique in Martin Luther
King, Jr.'s "I Have a Dream" Speech
Comparing Argumentative Text: Silent
Spring and “Save the Redwoods”
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Common Core ELA 9 2014 - ELA3009 IC Common Core State Standards 2010
Standard ID Standard Text Edgenuity Lesson Name
CCSS.ELA-Literacy.RI.9-10.6 Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to
advance that point of view or purpose.Argument Technique in Martin Luther
King, Jr.'s "I Have a Dream" Speech
Author’s Purpose and Viewpoint in The
Dark Game, Part 3
Comparing Accounts of Iqbal’s Story
Comparing Argumentative Text: Silent
Spring and “Save the Redwoods”
Introduction to Making a Difference: It's
Our World, Too!Rhetoric in Reagan's Address at Moscow
State UniversityViewpoint in I Know Why the Caged Bird
SingsIntegration of Knowledge and Ideas
CCSS.ELA-Literacy.RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print
and multimedia), determining which details are emphasized in each account.Comparing Accounts of Iqbal’s Story
Structure and Narrative: Rosa Parks'
Memoir, My StoryCCSS.ELA-Literacy.RI.9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is
valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Comparing Argumentative Text: Silent
Spring and “Save the Redwoods”
Rhetoric in Reagan's Address at Moscow
State University
CCSS.ELA-Literacy.RI.9-10.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell
Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's ''Letter from Birmingham
Jail''), including how they address related themes and concepts.
Argument Technique in Martin Luther
King, Jr.'s "I Have a Dream" Speech
Rhetoric and Structure in Roosevelt’s
Four Freedoms Speech
Rhetoric in Reagan's Address at Moscow
State University
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Common Core ELA 9 2014 - ELA3009 IC Common Core State Standards 2010
Standard ID Standard Text Edgenuity Lesson Name
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RI.9-10.10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band
proficiently, with scaffolding as needed at the high end of the range.An Introduction to Shakespeare and
Romeo and Juliet, Part 1Argument Technique in Martin Luther
King, Jr.'s "I Have a Dream" Speech
Argument Technique in Martin Luther
King, Jr.'s "I Have a Dream" Speech
(Continued)Author’s Purpose and Viewpoint in The
Dark Game, Part 3
Comparing Accounts of Iqbal’s Story
Comparing Argumentative Text: Silent
Spring and “Save the Redwoods”
Introduction to Making a Difference: It's
Our World, Too!
Rhetoric and Structure in Roosevelt’s
Four Freedoms Speech
Rhetoric in Reagan's Address at Moscow
State University
Structure and Narrative: Rosa Parks'
Memoir, My Story
Summarizing Central Ideas and Purpose:
The Hot Zone
Summarizing Central Ideas in The Dark
Game, Part 1
Supporting Conclusions with Evidence in
The Dark Game, Part 2
Tracing the Central Idea in "A Quilt of a
Country"
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Common Core ELA 9 2014 - ELA3009 IC Common Core State Standards 2010
Standard ID Standard Text Edgenuity Lesson Name
CCSS.ELA-Literacy.W.9-10 Writing Standards
Text Types and Purposes
CCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning
and relevant and sufficient evidence.CCSS.ELA-Literacy.W.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
Writing an Argumentative Essay about
Fire Prevention
Writing an E-mail about an Important
Issue
Writing a Research-Based
Argumentative Essay about Technology
CCSS.ELA-Literacy.W.9-10.1b Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths
and limitations of both in a manner that anticipates the audience's knowledge level and concerns.
Writing an Argumentative Essay about
Fire PreventionWriting a Research-Based
Argumentative Essay about Technology
CCSS.ELA-Literacy.W.9-10.1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and
counterclaims.Writing an Argumentative Essay about
Fire PreventionWriting a Research-Based
Argumentative Essay about Technology
CCSS.ELA-Literacy.W.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions
of the discipline in which they are writing.
Writing an Argumentative Essay about
Fire PreventionWriting an E-mail about an Important
IssueWriting a Research-Based
Argumentative Essay about Technology
CCSS.ELA-Literacy.W.9-10.1e Provide a concluding statement or section that follows from and supports the argument presented.
Writing an Argumentative Essay about
Fire PreventionWriting a Research-Based
Argumentative Essay about Technology
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Common Core ELA 9 2014 - ELA3009 IC Common Core State Standards 2010
Standard ID Standard Text Edgenuity Lesson Name
CCSS.ELA-Literacy.W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information
clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.W.9-10.2a Introduce a topic; organize complex ideas, concepts, and information to make important connections
and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia
when useful to aiding comprehension.
Compare and Contrast: Myths and
Cultures (Continued)Creating a Multimedia Presentation
Researching and Writing about a
Mythical CharacterThe Odyssey: Writing a Character
Analysis, Part 3Writing a Literary Analysis through the
Lens of a QuotationWriting an Informative Essay about
Making SacrificesCCSS.ELA-Literacy.W.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete
details, quotations, or other information and examples appropriate to the audience's knowledge of the
topic.Compare and Contrast: Myths and
Cultures (Continued)Creating a Multimedia Presentation
Researching and Writing about a
Mythical CharacterWriting a Literary Analysis through the
Lens of a QuotationWriting an Informative Essay about
Making SacrificesCCSS.ELA-Literacy.W.9-10.2c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and
clarify the relationships among complex ideas and concepts.Researching and Writing about a
Mythical CharacterWriting an Informative Essay about
Making SacrificesWriting a Literary Analysis through the
Lens of a Quotation
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Common Core ELA 9 2014 - ELA3009 IC Common Core State Standards 2010
Standard ID Standard Text Edgenuity Lesson Name
CCSS.ELA-Literacy.W.9-10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic.
Researching and Writing about a
Mythical CharacterThe Odyssey: Writing a Character
Analysis, Part 3Writing a Literary Analysis through the
Lens of a QuotationWriting an Informative Essay about
Making SacrificesCCSS.ELA-Literacy.W.9-10.2e Establish and maintain a formal style and objective tone while attending to the norms and conventions
of the discipline in which they are writing.Researching and Writing about a
Mythical CharacterWriting a Literary Analysis through the
Lens of a QuotationWriting an Informative Essay about
Making SacrificesCCSS.ELA-Literacy.W.9-10.2f Provide a concluding statement or section that follows from and supports the information or
explanation presented (e.g., articulating implications or the significance of the topic).Argument Technique in Martin Luther
King, Jr.'s "I Have a Dream" Speech
(Continued)Compare and Contrast: Myths and
Cultures (Continued)Researching and Writing about a
Mythical CharacterWriting a Literary Analysis through the
Lens of a QuotationWriting an Informative Essay about
Making SacrificesCCSS.ELA-Literacy.W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-
chosen details, and well-structured event sequences.CCSS.ELA-Literacy.W.9-10.3a Engage and orient the reader by setting out a problem, situation, or observation, establishing one or
multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of
experiences or events.
Writing a Narrative about Overcoming a
Challenge
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Common Core ELA 9 2014 - ELA3009 IC Common Core State Standards 2010
Standard ID Standard Text Edgenuity Lesson Name
CCSS.ELA-Literacy.W.9-10.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters.Writing a Narrative about Overcoming a
ChallengeCCSS.ELA-Literacy.W.9-10.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent
whole.Writing a Narrative about Overcoming a
ChallengeCCSS.ELA-Literacy.W.9-10.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the
experiences, events, setting, and/or characters.Writing a Narrative about Overcoming a
ChallengeCCSS.ELA-Literacy.W.9-10.3e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over
the course of the narrative.Writing a Narrative about Overcoming a
ChallengeProduction and Distribution of Writing
CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards
1-3 above.)
Creating a Multimedia Presentation
Researching and Writing about a
Mythical CharacterThe Odyssey: Writing a Character
Analysis, Part 3Writing a Literary Analysis through the
Lens of a QuotationWriting a Narrative about Overcoming a
ChallengeWriting a Research-Based
Argumentative Essay about Technology
Writing an Argumentative Essay about
Fire PreventionWriting an E-mail about an Important
IssueWriting an Informative Essay about
Making Sacrifices
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Common Core ELA 9 2014 - ELA3009 IC Common Core State Standards 2010
Standard ID Standard Text Edgenuity Lesson Name
CCSS.ELA-Literacy.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience.
Researching and Writing about a
Mythical CharacterWriting a Literary Analysis through the
Lens of a QuotationWriting a Narrative about Overcoming a
ChallengeWriting a Research-Based
Argumentative Essay about Technology
Writing an Argumentative Essay about
Fire PreventionWriting an Informative Essay about
Making SacrificesCCSS.ELA-Literacy.W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing
products, taking advantage of technology's capacity to link to other information and to display
information flexibly and dynamically.
Argument Technique in Martin Luther
King, Jr.'s "I Have a Dream" Speech
(Continued)Creating a Blog
Creating a Multimedia Presentation
Researching and Writing about a
Mythical CharacterWriting a Literary Analysis through the
Lens of a QuotationWriting a Narrative about Overcoming a
ChallengeWriting a Research-Based
Argumentative Essay about Technology
Writing an Argumentative Essay about
Fire PreventionWriting an Informative Essay about
Making Sacrifices
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Common Core ELA 9 2014 - ELA3009 IC Common Core State Standards 2010
Standard ID Standard Text Edgenuity Lesson Name
Research to Build and Present Knowledge
CCSS.ELA-Literacy.W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-
generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
Creating a Blog
Creating a Multimedia Presentation
Researching and Writing about a
Mythical CharacterWriting a Research-Based
Argumentative Essay about Technology
CCSS.ELA-Literacy.W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the usefulness of each source in answering the research question; integrate
information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a
standard format for citation.
Creating a Blog
Creating a Multimedia Presentation
Researching and Writing about a
Mythical CharacterWriting a Works Cited Page
CCSS.ELA-Literacy.W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.W.9-10.9a Apply grades 9-10 reading standards to literature (e.g., ''Analyze how an author draws on and
transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid
or the Bible or how a later author draws on a play by Shakespeare]'').
An Introduction to Shakespeare and
Romeo and Juliet, Part 1Characterization, Theme, and Irony in
"The Gift of the Magi"Characters and Conflict in Romeo and
Juliet, Part 3Characters, Conflict, and Idioms in
"Daughter of Invention" by Julia Alvarez
Compare and Contrast: Myths and
CulturesCompare and Contrast: Myths and
Cultures (Continued)
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Common Core ELA 9 2014 - ELA3009 IC Common Core State Standards 2010
Standard ID Standard Text Edgenuity Lesson Name
CCSS.ELA-Literacy.W.9-10.9a Apply grades 9-10 reading standards to literature (e.g., ''Analyze how an author draws on and
transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid
or the Bible or how a later author draws on a play by Shakespeare]''). Cont.
Comparing Poetry: Poetic Devices
Conflict Development in Romeo and
Juliet, Part 6Content and Style in Emily Dickinson's
PoemsCreating a Storyboard for a Shakespeare
SceneHistorical Context and Conflict in Lizzie
Bright and the Buckminster Boy, Part 1
Introduction to Individuality and
Conformity: "Initiation"Introduction to Mystery and Suspense:
"The Raven"Introduction to Mythology
Literary Devices in Romeo and Juliet,
Part 5Making Predictions and Visualizing with
“The Most Dangerous Game,” Part 2
Narration and Point of View in Lizzie
Bright and the Buckminster Boy, Part 2
Narrative Elements in “Pyramus and
Thisbe”, from Ovid’s Metamorphoses
Rhyme Scheme and Rhythm in a Sonnet
by William Shakespeare
Setting the Scene of Romeo and Juliet,
Part 2Soliloquy and Figures of Speech in
Romeo and Juliet, Part 4The Odyssey and Epic Poetry: An
Introduction, Part 1The Odyssey: Central Ideas and
Character Motivation, Part 2The Odyssey: Symbolism and Making
Predictions, Part 5
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Page 18
Common Core ELA 9 2014 - ELA3009 IC Common Core State Standards 2010
Standard ID Standard Text Edgenuity Lesson Name
CCSS.ELA-Literacy.W.9-10.9a Apply grades 9-10 reading standards to literature (e.g., ''Analyze how an author draws on and
transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid
or the Bible or how a later author draws on a play by Shakespeare]''). Cont.
The Odyssey: Theme Development, Part
6The Odyssey: Writing a Character
Analysis, Part 3Themes and Resolution in Romeo and
Juliet, Part 8Word Choice and Extended Metaphor in
a Poem by Maya Angelou
CCSS.ELA-Literacy.W.9-10.9b Apply grades 9-10 reading standards to literary nonfiction (e.g., ''Delineate and evaluate the argument
and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and
sufficient; identify false statements and fallacious reasoning'').
Argument Technique in Martin Luther
King, Jr.'s "I Have a Dream" Speech
(Continued)Author’s Purpose and Viewpoint in The
Dark Game, Part 3Comparing Accounts of Iqbal’s Story
Comparing Argumentative Text: Silent
Spring and “Save the Redwoods”
Creating a Blog
Researching and Writing about a
Mythical CharacterStructure and Narrative: Rosa Parks'
Memoir, My StorySummarizing Central Ideas and Purpose:
The Hot ZoneSummarizing Central Ideas in The Dark
Game, Part 1Supporting Conclusions with Evidence in
The Dark Game, Part 2
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Common Core ELA 9 2014 - ELA3009 IC Common Core State Standards 2010
Standard ID Standard Text Edgenuity Lesson Name
Range of Writing
CCSS.ELA-Literacy.W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
An Introduction to Shakespeare and
Romeo and Juliet, Part 1Argument Technique in Martin Luther
King, Jr.'s "I Have a Dream" Speech
(Continued)Author’s Purpose and Viewpoint in The
Dark Game, Part 3Characterization, Theme, and Irony in
"The Gift of the Magi"Characters and Conflict in Romeo and
Juliet, Part 3Characters, Conflict, and Idioms in
"Daughter of Invention" by Julia Alvarez
Compare and Contrast: Myths and
CulturesCompare and Contrast: Myths and
Cultures (Continued)Comparing Accounts of Iqbal’s Story
Comparing Argumentative Text: Silent
Spring and “Save the Redwoods”
Comparing Poetry: Poetic Devices
Conflict Development in Romeo and
Juliet, Part 6Content and Style in Emily Dickinson's
PoemsCreating a Blog
Creating a Multimedia Presentation
Creating a Storyboard for a Shakespeare
SceneHistorical Context and Conflict in Lizzie
Bright and the Buckminster Boy, Part 1
Introduction to Individuality and
Conformity: "Initiation"
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Common Core ELA 9 2014 - ELA3009 IC Common Core State Standards 2010
Standard ID Standard Text Edgenuity Lesson Name
CCSS.ELA-Literacy.W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Cont.
Introduction to Mystery and Suspense:
"The Raven"Introduction to Mythology
Literary Devices in Romeo and Juliet,
Part 5Making Predictions and Visualizing with
“The Most Dangerous Game,” Part 2
Narration and Point of View in Lizzie
Bright and the Buckminster Boy, Part 2
Narrative Elements in “Pyramus and
Thisbe”, from Ovid’s Metamorphoses
Rhyme Scheme and Rhythm in a Sonnet
by William ShakespeareSetting the Scene of Romeo and Juliet,
Part 2Setting the Scene of Romeo and Juliet,
Part 2Soliloquy and Figures of Speech in
Romeo and Juliet, Part 4Structure and Narrative: Rosa Parks'
Memoir, My StorySummarizing Central Ideas and Purpose:
The Hot ZoneSummarizing Central Ideas in The Dark
Game, Part 1Supporting Conclusions with Evidence in
The Dark Game, Part 2The Odyssey and Epic Poetry: An
Introduction, Part 1The Odyssey: Central Ideas and
Character Motivation, Part 2The Odyssey: Symbolism and Making
Predictions, Part 5The Odyssey: Theme Development, Part
6
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Common Core ELA 9 2014 - ELA3009 IC Common Core State Standards 2010
Standard ID Standard Text Edgenuity Lesson Name
CCSS.ELA-Literacy.W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Cont.
The Odyssey: Writing a Character
Analysis, Part 3Themes and Resolution in Romeo and
Juliet, Part 8Word Choice and Extended Metaphor in
a Poem by Maya Angelou
Writing a Literary Analysis through the
Lens of a QuotationWriting a Narrative about Overcoming a
ChallengeWriting a Research-Based
Argumentative Essay about Technology
Writing an Argumentative Essay about
Fire PreventionWriting an E-mail about an Important
IssueWriting an Informative Essay about
Making SacrificesCCSS.ELA-Literacy.SL.9-10 Speaking and Listening Standards
Comprehension and Collaboration
CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and
expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.9-10.1a Come to discussions prepared, having read and researched material under study; explicitly draw on
that preparation by referring to evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas.
Making Predictions and Visualizing with
“The Most Dangerous Game,” Part 2
Speaking and Listening: Effective Group
DiscussionsCCSS.ELA-Literacy.SL.9-10.1b Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus,
taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual
roles as needed.
Making Predictions and Visualizing with
“The Most Dangerous Game,” Part 2
Speaking and Listening: Effective Group
Discussions
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Common Core ELA 9 2014 - ELA3009 IC Common Core State Standards 2010
Standard ID Standard Text Edgenuity Lesson Name
CCSS.ELA-Literacy.SL.9-10.1c Propel conversations by posing and responding to questions that relate the current discussion to
broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or
challenge ideas and conclusions.
Making Predictions and Visualizing with
“The Most Dangerous Game,” Part 2
Speaking and Listening: Effective Group
DiscussionsCCSS.ELA-Literacy.SL.9-10.1d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and,
when warranted, qualify or justify their own views and understanding and make new connections in
light of the evidence and reasoning presented.
Making Predictions and Visualizing with
“The Most Dangerous Game,” Part 2
Speaking and Listening: Effective Group
DiscussionsCCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually,
quantitatively, orally) evaluating the credibility and accuracy of each source.Creating a Blog
Speaking and Listening: Planning a
Multimedia PresentationCCSS.ELA-Literacy.SL.9-10.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any
fallacious reasoning or exaggerated or distorted evidence.Making Predictions and Visualizing with
“The Most Dangerous Game,” Part 2
Speaking and Listening: Effective Group
DiscussionsPresentation of Knowledge and Ideas
CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the organization, development, substance, and style are
appropriate to purpose, audience, and task.
Creating a Blog
Creating a Multimedia Presentation
Speaking and Listening: Planning a
Multimedia Presentation
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Common Core ELA 9 2014 - ELA3009 IC Common Core State Standards 2010
Standard ID Standard Text Edgenuity Lesson Name
CCSS.ELA-Literacy.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Creating a Blog
Creating a Multimedia Presentation
Creating a Storyboard for a Shakespeare
SceneSpeaking and Listening: Planning a
Multimedia PresentationCCSS.ELA-Literacy.SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate. (See grades 9-10 Language standards 1 and 3 on page 54 for specific
expectations.)Creating a Blog
Creating a Multimedia Presentation
Creating a Storyboard for a Shakespeare
SceneMaking Predictions and Visualizing with
“The Most Dangerous Game,” Part 2
Rhyme Scheme and Rhythm in a Sonnet
by William ShakespeareSpeaking and Listening: Effective Group
DiscussionsSpeaking and Listening: Planning a
Multimedia PresentationCCSS.ELA-Literacy.L.9-10 Language Standards
Conventions of Standard English
CCSS.ELA-Literacy.L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.CCSS.ELA-Literacy.L.9-10.1a Use parallel structure.
Writing Coherent Sentences
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Common Core ELA 9 2014 - ELA3009 IC Common Core State Standards 2010
Standard ID Standard Text Edgenuity Lesson Name
CCSS.ELA-Literacy.L.9-10.1b Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and
clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add
variety and interest to writing or presentations.Compound and Complex Sentences
Parts of Speech: Words and Basic
PhrasesPunctuating Restrictive and
Nonrestrictive ElementsSimple Sentences: Sentence Parts, Verb
Tense, and Verb VoiceWriting Coherent Sentences
CCSS.ELA-Literacy.L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.CCSS.ELA-Literacy.L.9-10.2a Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent
clauses.Compound and Complex Sentences
Writing Coherent Sentences
CCSS.ELA-Literacy.L.9-10.2b Use a colon to introduce a list or quotation.
Punctuating Restrictive and
Nonrestrictive ElementsCCSS.ELA-Literacy.L.9-10.2c Spell correctly.
Using Reference Resources
Knowledge of Language
CCSS.ELA-Literacy.L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make
effective choices for meaning or style, and to comprehend more fully when reading or listening.
CCSS.ELA-Literacy.L.9-10.3a Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook,
Turabian's Manual for Writers) appropriate for the discipline and writing type.
Using Reference Resources
Writing a Works Cited Page
Vocabulary Acquisition and Use
CCSS.ELA-Literacy.L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grades 9-10 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-Literacy.L.9-10.4a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in
a sentence) as a clue to the meaning of a word or phrase.
Characters, Conflict, and Idioms in
"Daughter of Invention" by Julia Alvarez
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Common Core ELA 9 2014 - ELA3009 IC Common Core State Standards 2010
Standard ID Standard Text Edgenuity Lesson Name
CCSS.ELA-Literacy.L.9-10.4a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in
a sentence) as a clue to the meaning of a word or phrase. Cont.
Improving Vocabulary with Word Parts
and Context CluesParts of Speech: Words and Basic
PhrasesSummarizing Central Ideas and Purpose:
The Hot ZoneUsing Reference Resources
CCSS.ELA-Literacy.L.9-10.4b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech
(e.g., analyze, analysis, analytical; advocate, advocacy).
Improving Vocabulary with Word Parts
and Context CluesParts of Speech: Words and Basic
PhrasesCCSS.ELA-Literacy.L.9-10.4c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both
print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part
of speech, or its etymology.
Summarizing Central Ideas and Purpose:
The Hot ZoneUsing Reference Resources
CCSS.ELA-Literacy.L.9-10.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary).
Characters, Conflict, and Idioms in
"Daughter of Invention" by Julia Alvarez
Argument Technique in Martin Luther
King, Jr.'s "I Have a Dream" Speech
(Continued)Summarizing Central Ideas and Purpose:
The Hot ZoneUsing Reference Resources
CCSS.ELA-Literacy.L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-Literacy.L.9-10.5a Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
Argument Technique in Martin Luther
King, Jr.'s "I Have a Dream" Speech
(Continued)Characters, Conflict, and Idioms in
"Daughter of Invention" by Julia Alvarez
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Common Core ELA 9 2014 - ELA3009 IC Common Core State Standards 2010
Standard ID Standard Text Edgenuity Lesson Name
CCSS.ELA-Literacy.L.9-10.5a Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
Cont.Literary Devices in Romeo and Juliet,
Part 5Word Choice and Extended Metaphor in
a Poem by Maya Angelou
CCSS.ELA-Literacy.L.9-10.5b Analyze nuances in the meaning of words with similar denotations.
Argument Technique in Martin Luther
King, Jr.'s "I Have a Dream" Speech
(Continued)Comparing Argumentative Text: Silent
Spring and “Save the Redwoods”
CCSS.ELA-Literacy.L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for
reading, writing, speaking, and listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
Improving Vocabulary with Word Parts
and Context CluesSummarizing Central Ideas and Purpose:
The Hot ZoneUsing Reference Resources
Writing a Literary Analysis through the
Lens of a QuotationWriting Coherent Sentences
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